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Quality versus Quantity......

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Nina J

on 18 March 2016

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Transcript of Quality versus Quantity......

Looking Back
After sitting down and talking to students, teachers, and administrators about their views on testing and the No Child Left Behind Act, there was a consensus among all parties. What started off as a plan to make sure all kids were reached despite their various levels ended up putting unrealistic expectations on schools, teachers, and in the end, students. Schools are judged on their testing scores and held accountable for reaching 100 percent proficiency. This is a ridiculous and virtually unattainable goal. The result is that the educational system ends up with more pressure for teachers to 'teach to the test'. Is this the way we want our students taught?

Addressing All Levels
How Do Teachers Feel About The
Standardized Testing?
Why Should We Use This Method
My hope is that with this program, kids would have a better chance at really being graded on what they know and their abilities. This plan is meant to be flexible- and if needed, one reasonable test covering all basic curriculum for the year would be placed at the end of the year, not exceeding 50 questions over a two-day period. I want to ensure that all children are graded equally and fairly and that measures would be taken to help the children who require it.
To test or not to test...
How do we do either?

In 2001 when the No Child Left Behind Act was finalized, it was meant:

“To increase student achievement, the law requires that school districts assume responsibility for all students reaching 100% student proficiency levels within 12 years on tests assessing important academic content."

In my opinion, there is always in a testing situation where the test results do not show the true ability of the student. It will not always reflect what you actually know. Even the style of the teacher and how stressed they are can affect how a student feels. I have experienced both teachers who excepted 100% and than a teacher who was more realistic and more accepting of scores such as 80% or above. In that environment, it is much easier to focus and receive a score that is more relevant to what you actually know.

High Expectations
In order to provide a fair education for both above and below average kids, our standards have to be lowered. We cannot continue to expect 100 percent proficiency from students who have learning disabilities or do not speak English fluently. I do not think that schools should have to have 100 percent proficiency, but expectations of most children passing is not completely unreasonable. They should be flexible based on classroom assessments on each student. We should also be able to ensure the fact each student with have an education equal to their needs and abilities. The kids who exceed standards should have the extra time to pursue other opportunities, and be challenged, just as there are remedial and ESOL classes for kids who need them. It is unfair and unreasonable to expect children to be tested, compared and judged on scores next to those of a gifted child.

End result:
Well educated leaders of tomorrow!
List of refrences:
What Do Parents Think Of Standardized Testing
My idea for a new system of assessing kid's progress and abilities would include more in-classroom grading and involvement projects, which would be about half of a final grade. That grading would be done by all teachers. There would be less emphasis on standardized testing, but approximately 25 percent of the final grade would be an averaged score from short periodic tests completed after each unit.
A New Approach
Here's what one parent said about the testing: “I don’t think that the standards reflect the intention behind the original policy, and they no longer serve the intended purpose. I would suggest a revised policy that incorporates the current educational setting, in which students should not be required to endure an outdated mechanism to prove that no children are left behind. I have seen first hand that the best and most gifted teachers are leaving teaching positions that require them to focus enormously on passing a standardized test. I personally know of one proficient student that became so overridden with angst she refused to continue attending school because she felt the SOL prep was ‘soul deadening’. Let’s stop marginalizing our children and instead remove the barriers that impede teachers from inspiring, motivating and educating children of all levels. I’d like my child to be proficient in LIFE, not in mastering SOL tests.”- Public school parent
Here's what a 5th grade public school teacher said:
“People can’t be standardized. When you standardize things, divisions arise, socially, economically or racially. This creates too many variables.” If teachers feel this way, then why are we not listening? Wh
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